中华医学教育探索杂志
中華醫學教育探索雜誌
중화의학교육탐색잡지
Chinese Journal of Medical Education Research
2014年
2期
195-197
,共3页
王晓蕾%李世迎%陈利%王贞
王曉蕾%李世迎%陳利%王貞
왕효뢰%리세영%진리%왕정
眼科%循证护理%临床教学
眼科%循證護理%臨床教學
안과%순증호리%림상교학
Department of ophthalmology%Evidence-based nursing%Clinical teaching
目的：评价循证护理在眼科临床教学中的效果。方法将2011年4月至2012年3月在西南医院眼科参加临床实习的50名护生按照专科生、本科生数目对等的方法，随机分为对照组和实验组，对照组给予传统眼科护理教学，实验组在此基础上采用循证的方法实施护理带教。实习结束后对2组护生采用问卷评分和出科考试评价实施效果。采用Excel 2003软件整理数据，用SPSS 13.0软件进行统计分析，对问卷评分进行χ2检验；以≥60分的人数作为有效的指标，对两组学生出科考试成绩行t检验，以P<0.05为差异有统计学意义。结果实验组问卷评分60以上人数均多于对照组，差异具有统计学意义（χ2=6.818， P=0.018）。对照组理论考试平均成绩（67.12±11.53）分，实验组理论考试平均成绩（84.96±9.27）分；对照组实践操作考试平均成绩（65.68±8.0）分，实验组实践操作考试平均成绩（80.28±10.65）分，2组比较差异均有统计学意义（P值均等于0.000）。结论眼科临床教学中采用循证护理干预，能使护生在眼科护理实习期间学会思考，善于查阅文献，敢于用批判的思维提出问题，能够以科学研究结果及亲身经验作为依据，掌握专业、科学的眼科护理，从而提高护理实践能力。
目的：評價循證護理在眼科臨床教學中的效果。方法將2011年4月至2012年3月在西南醫院眼科參加臨床實習的50名護生按照專科生、本科生數目對等的方法，隨機分為對照組和實驗組，對照組給予傳統眼科護理教學，實驗組在此基礎上採用循證的方法實施護理帶教。實習結束後對2組護生採用問捲評分和齣科攷試評價實施效果。採用Excel 2003軟件整理數據，用SPSS 13.0軟件進行統計分析，對問捲評分進行χ2檢驗；以≥60分的人數作為有效的指標，對兩組學生齣科攷試成績行t檢驗，以P<0.05為差異有統計學意義。結果實驗組問捲評分60以上人數均多于對照組，差異具有統計學意義（χ2=6.818， P=0.018）。對照組理論攷試平均成績（67.12±11.53）分，實驗組理論攷試平均成績（84.96±9.27）分；對照組實踐操作攷試平均成績（65.68±8.0）分，實驗組實踐操作攷試平均成績（80.28±10.65）分，2組比較差異均有統計學意義（P值均等于0.000）。結論眼科臨床教學中採用循證護理榦預，能使護生在眼科護理實習期間學會思攷，善于查閱文獻，敢于用批判的思維提齣問題，能夠以科學研究結果及親身經驗作為依據，掌握專業、科學的眼科護理，從而提高護理實踐能力。
목적：평개순증호리재안과림상교학중적효과。방법장2011년4월지2012년3월재서남의원안과삼가림상실습적50명호생안조전과생、본과생수목대등적방법，수궤분위대조조화실험조，대조조급여전통안과호리교학，실험조재차기출상채용순증적방법실시호리대교。실습결속후대2조호생채용문권평분화출과고시평개실시효과。채용Excel 2003연건정리수거，용SPSS 13.0연건진행통계분석，대문권평분진행χ2검험；이≥60분적인수작위유효적지표，대량조학생출과고시성적행t검험，이P<0.05위차이유통계학의의。결과실험조문권평분60이상인수균다우대조조，차이구유통계학의의（χ2=6.818， P=0.018）。대조조이론고시평균성적（67.12±11.53）분，실험조이론고시평균성적（84.96±9.27）분；대조조실천조작고시평균성적（65.68±8.0）분，실험조실천조작고시평균성적（80.28±10.65）분，2조비교차이균유통계학의의（P치균등우0.000）。결론안과림상교학중채용순증호리간예，능사호생재안과호리실습기간학회사고，선우사열문헌，감우용비판적사유제출문제，능구이과학연구결과급친신경험작위의거，장악전업、과학적안과호리，종이제고호리실천능력。
Objective To evaluate the role of evidence-based nursing in clinical ophthalmology teaching. Methods Fifty nursing interns in department of ophthalmology in Southwest Hospital were randomized into control group and observation group in accordance with the principle of equal number of junior college students and undergraduates. Traditional teaching was applied in control group while clinical ophthalmology teaching combined with traditional teaching was used in observation group. Teaching effect was evaluated at the end of internship by questionnaire and examination. Data were analyzed by SPSS 13.0 using χ2 test and independent sample t test(taking students with score ≥60 as effective indicator). P<0.05 indicated significant difference. Results Scores of questionnaire and examination were higher in observation group than in control group, with statistically significant differ-ence( χ2=6.818, P=0.018). Theoretical exam score was 67.12±11.53 in control group and 84.96± 9.27 in observation group; practical score was 65.68±8.0 in control group and 80.28±10.65 in observation group with significant differences between two groups (P=0.000). Conclusions Adoption of evidence-based nursing intervention in ophthalmic clinical teaching help students learn to think, consult literature and use critical thinking to raise questions during the internship. It also makes stu-dents regard the results of scientific research and personal experience as the basis for mastering pro-fessional and scientific expertise, thereby enhancing the ability of nursing practice.
